University of Phoenix Case Study
OMDE 608 - July 25, 2013 (Group Project)
Group Members: Terry Graves, Errol Wyatt, Lee Rogers and Eric Belt
Author's note: The University of Phoenix is an interesting case study in distance education. The model is somewhat different than other online education providers; however, the ultimate goal is to educate students and transition them into a career. The following paper is an example of how collaboration, communication, and research can yield positive results in the analysis of online education providers.
The following report is a snapshot of the University of Phoenix, discussing the institution, learners, challenges and opportunities faced-by the for-profit distance education provider. The report was authored and developed by the group “Tele-Student Support,” whose members include Terry Graves, Errol Wyatt, Lee Rogers and Eric Belt.
Larger context
The University of Phoenix (U of P) is the nation’s largest for-profit college owned by the Apollo Group Inc. Headquarters, Phoenix, Arizona (Kirkham, 2013). The Apollo Group receives 84% of their revenue by US government supported educational programs resulting in tune of 3.2 billion dollars annually. The remaining revenues are generated by Department of Defense tuition assistance, veterans’ benefits, publicly traded stock, and private educational loans. The University has capitalized on the demand for online education and the capitalistic society of the United States supports their right to profit with funding and legislation.
Educational provider
The U of P was founded in 1976 as an alternative source of education for working adults by offering flexibility, convenience, and quality (Kirkham, 2013). Courses are offered at more than one hundred locations throughout the world and online, and the educational philosophy is based on a commitment to provide secondary educational opportunities to adults. The student body consists of more than 319,000 students seeking, Certificates, Associates, Bachelors, Masters, and Doctoral degrees (University of Phoenix, 2013). The methods of teaching/learning consist of traditional face-to-face, blended, and fully online using synchronous, asynchronous, and social media technologies. The U of P regards itself as a teaching institution and therefore the faculty is not focused on research as most traditional institutions are (Oblinger, 2012), benefiting the University by eliminating the high cost of research and development. The application of real world knowledge and the ability to integrate and pass that knowledge on to students is the university’s goal.
Organization structure
The organizational structure is led by the University President and a diverse board of trustees including Apollo Group, Inc. representatives and private industry executives (University of Phoenix, 2013). The Apollo Group has several corporations under their umbrella with University of Phoenix being the most profitable. The University has made a commitment to abandon the current recruiting culture to fostering a long term relationship for employees and students (CityTownInfo.com, 2010). Counselors are no longer compensated based on enrollment numbers which are one-third of their performance evaluations. The shift emphasizes student interaction and assistance instead of volume. Also, 30,000 phone calls are projected to be monitored to ensure the old traditions of high pressure recruiting are not revisited. The Apollo Group Inc. for profit culture directly influenced how the University operates. Marketing the University rivals fortune 500 corporations spending less than ITT but more than FedEx, Revlon, Purina and Quaker. The University paid 154.5 million dollars to have a professional football stadium named after them for twenty years (University of Phoenix Stadium in Glendale, AZ). Annually over 100 million dollars are spent on marketing and advertising, demonstrating for-profit practices, and every effort is made to increase capital.
Resources
Students are able to access classes online anywhere and anytime. Using the platform e-Campus (available 24/7), students can collaborate on assignments and share ideas. The university’s pedagogical approach to learning uses Kolb’s experiential learning model. Students are expected to learn by drawing from their past experiences. “Knowledge results from the combination of grasping experience and transforming it.” (Kolb, 1939) Kolb model consist of four factors:
Learners
Students at the University of Phoenix (U of P) represent a broad cross-section of the American population. Students hail from a diverse array of religious, cultural, and socioeconomic backgrounds representing a wide variety of learning needs. Low-income students and students who could not afford traditional institutions constitute a large portion of the UP student body. According to Hanford (2013):
According to data gathered by the U.S. Department of Education, more than 50 percent of undergraduate students at Phoenix use Pell Grants, which are government grants to help low-income students pay tuition. Nationally, 27 percent of undergraduates receive Pell Grants (p. 1).
Minorities also make up a sizable portion of the student body at University of Phoenix. According to Hanford (2012), “The University of Phoenix awarded more bachelor's degrees to minorities in the 2010-11 academic year than any other university in the country” (p. 1). A greater number of African-Americans and women receive their tertiary education from the University of Phoenix than most American institutions. Working mothers seeking to complete or continue their education also enjoy the flexibility and accessibility offered by the University of Phoenix. According to Hanford (2012), “Two thirds of the students at Phoenix are women. Nationally, 57% of students at colleges and universities are women, 18% of Phoenix students are African American, compared to 14% of college students nationwide” (p. 1). A large majority of University of Phoenix students are working adults, of both genders, seeking to enhance or change careers. Furthermore, students who are unable to conform to the traditional education route because of varying obligations (work, family, lack of transportation and commute) seek enrollment at the University of Phoenix.
Desired learning outcomes
Graduates of the University of Phoenix acquire knowledge and skills that are directly transferable to the workplace. University of Phoenix learners desire information and knowledge which will assist them with staying competitive in their profession. According to University of Phoenix website learners are expected to “become proficient in specific disciplinary knowledge and be able to apply this knowledge immediately in real-world settings” (www.phoenix.edu). In addition, the university seeks to enhance learner communication, critical thinking and problem solving skills. Programs and curriculums are designed so that graduates master the skill required for efficient information utilization and active collaboration.
Challenges
While the University of Phoenix has a commitment to provide education to their learners, that commitment poses some challenges. Cronin and Bachorz (2005) have noted these four drawbacks on for-profit and online education:
1. Higher- or lower order thinking. One concern is that the focus of higher education might shift from inquiry and intellectual exploration to the mere transmission of information. However, the better online programs do emphasize problem solving, higher-order cognition, and provide for group problem solving.
2. Penalties for aggressive profit seeking. Investor desires to expand enrollments and build profits may unduly pressure admissions (and financial aid) officers to emphasize quantity, not quality. If they cut corners and award illegal bonuses as volume incentives, for-profit universities will be caught and fined, as Phoenix was. The U.S. Department of Education alleged that Phoenix improperly raised compensation and provided trips to the most successful recruiters.
3. A less comprehensive curriculum. The least profitable fields of study — divinity, obscure languages, philosophy, may be the last to go online or never be offered at all by the for-profits. So far, health, business, education, psychology, and information technology are the most popular offerings.
4. Neglect of research. The university functions of research and public service will be influenced by technology (medical diagnostics, for example) but for-profit universities may elect not to offer these important university services at all (p. 16-17).
While this list is somewhat dated, these challenges are still prevalent. In addition to these challenges the university has to compete on a global scale against other education providers, and combat the high attrition rates associated with distance education. In addition, accreditation issues can affect the institution with lost revenue (grants/loans), student enrollment, and reputation. According to the New York Times, U of P enrollment rate dropped as a result of attrition. The President conceded that the institution should have done more to keep student attrition down. “We have not done as good a job as we could” (New York Times, 2007).
The Apollo Group Inc. corporate culture influences how the University operates and resulted in accreditation improprieties as they were placed on notice for two years until 2014 (Gonzales, 2013). This negative publicity hurts the credibility of the University and jeopardizes government funding. The areas identified were related to governance, student assessment and faculty scholarship issues.
Opportunities
The President of the U of P, Bill Pepicello, has a litany of partnerships and collaborations which has made U of P one of the biggest higher education providers in the US. There are over 2,100 partners at the U of P. Workforce Solutions Education is one of U of P partners that seeks out highly skilled workers and places them in 750 fortune companies.
Although the U of P has an abundant amount of resources online, open educational resource (OER) is not one of them. Since U of P is a for-profit organization, any materials created and used are protected under the Copyright Act. Any literature pertaining to open educational resource was not available on U of P’s system.
Conclusion
The University of Phoenix is a globally recognized distance education provider. The information provided in the preceding study merits further investigation into learner support services at the institution. The study is as accurate as possible and in-text support is provided when necessary. Based on the preceding case study, individual reports on learner support will be generated by each member of “Tele-Student Support.”
References
CityTownInfo.com. (2010). University of phoenix announces it is changing its ways. Retrieved July 22, 2013 from www.citytowninfo.com/career-and-education-news/articles/university-of-phoenix-announces-it-is-changing-its-ways
Cronin, J. M., & Bachorz, P. M. (2005). The rising of phoenix, and what it means for higher education. Journal of Education, 186(1), 11-21.
Dillon, S. (2007). New York Times, Troubles grow for a university built on profit http://www.nytimes.com/2007/02/11/education/11phoenix.html?pagewanted=all&_r=0
Gonzales, A. (2013). University of phoenix keeps accreditation, but is put on notice for two years. Phoenix Business Journal. Retrieved July 15, 2013 from www.bizjournals.com/phoenix/news/2013/07/10/university-of-phoenix
Hanford, E. (2012). Who goes to the University of Phoenix? American Radio Works.com Retrieved from http://americanradioworks.publicradio.org/features/tomorrows-college/phoenix/who-goes-to-university-of-phoenix.html
Kirkham, C. (2013). University of phoenix accreditation hits snag as panel recommends probation. The Huffington Post. Retrieved July 15, 2013 from www.huffingtonpost.com/2013/02/25/university-of-phoenix-accreditation_n_2762168.html
Oblinger, D., G. (2012). Game changers: education and information technologies. EDUCAUSE. Retrieved July 15, 2013 from http://net.educause.edu/ir/library/pdf
University of Phoenix.com. (2013). University learning goals. University of Phoenix.com. Retrieved from http://www.phoenix.edu/about_us/about_university of_phoenix/university_learning_goals.html
University of Phoenix. (2013). University of phoenix. Retrieved July 15, 2013 from http://www.phoenix.edu/faculty.html
University of Phoenix, eCampus resources. (2013, July 15). Retrieved from University of Phoenix website: http://www.phoenix.edu/students/how-itworks/innovative_education_technology.html
University of Phoenix, eCampus resources. (2013, July 15). Retrieved from University of Phoenix website: http://www.phoenix.edu/workforce-solutions/partners.html
University of Phoenix, Kolb’s Experiential Learning Model. (2013, July 15). Retrieved from University of Phoenix website: http://www.phoenix.edu/admissions/prior learning_assessment/experiential-essays/kolbs-experiential-learning-model.html
Group Members: Terry Graves, Errol Wyatt, Lee Rogers and Eric Belt
Author's note: The University of Phoenix is an interesting case study in distance education. The model is somewhat different than other online education providers; however, the ultimate goal is to educate students and transition them into a career. The following paper is an example of how collaboration, communication, and research can yield positive results in the analysis of online education providers.
The following report is a snapshot of the University of Phoenix, discussing the institution, learners, challenges and opportunities faced-by the for-profit distance education provider. The report was authored and developed by the group “Tele-Student Support,” whose members include Terry Graves, Errol Wyatt, Lee Rogers and Eric Belt.
Larger context
The University of Phoenix (U of P) is the nation’s largest for-profit college owned by the Apollo Group Inc. Headquarters, Phoenix, Arizona (Kirkham, 2013). The Apollo Group receives 84% of their revenue by US government supported educational programs resulting in tune of 3.2 billion dollars annually. The remaining revenues are generated by Department of Defense tuition assistance, veterans’ benefits, publicly traded stock, and private educational loans. The University has capitalized on the demand for online education and the capitalistic society of the United States supports their right to profit with funding and legislation.
Educational provider
The U of P was founded in 1976 as an alternative source of education for working adults by offering flexibility, convenience, and quality (Kirkham, 2013). Courses are offered at more than one hundred locations throughout the world and online, and the educational philosophy is based on a commitment to provide secondary educational opportunities to adults. The student body consists of more than 319,000 students seeking, Certificates, Associates, Bachelors, Masters, and Doctoral degrees (University of Phoenix, 2013). The methods of teaching/learning consist of traditional face-to-face, blended, and fully online using synchronous, asynchronous, and social media technologies. The U of P regards itself as a teaching institution and therefore the faculty is not focused on research as most traditional institutions are (Oblinger, 2012), benefiting the University by eliminating the high cost of research and development. The application of real world knowledge and the ability to integrate and pass that knowledge on to students is the university’s goal.
Organization structure
The organizational structure is led by the University President and a diverse board of trustees including Apollo Group, Inc. representatives and private industry executives (University of Phoenix, 2013). The Apollo Group has several corporations under their umbrella with University of Phoenix being the most profitable. The University has made a commitment to abandon the current recruiting culture to fostering a long term relationship for employees and students (CityTownInfo.com, 2010). Counselors are no longer compensated based on enrollment numbers which are one-third of their performance evaluations. The shift emphasizes student interaction and assistance instead of volume. Also, 30,000 phone calls are projected to be monitored to ensure the old traditions of high pressure recruiting are not revisited. The Apollo Group Inc. for profit culture directly influenced how the University operates. Marketing the University rivals fortune 500 corporations spending less than ITT but more than FedEx, Revlon, Purina and Quaker. The University paid 154.5 million dollars to have a professional football stadium named after them for twenty years (University of Phoenix Stadium in Glendale, AZ). Annually over 100 million dollars are spent on marketing and advertising, demonstrating for-profit practices, and every effort is made to increase capital.
Resources
Students are able to access classes online anywhere and anytime. Using the platform e-Campus (available 24/7), students can collaborate on assignments and share ideas. The university’s pedagogical approach to learning uses Kolb’s experiential learning model. Students are expected to learn by drawing from their past experiences. “Knowledge results from the combination of grasping experience and transforming it.” (Kolb, 1939) Kolb model consist of four factors:
- Description of Concrete experience
- Reflections
- Generalizations/Principles/Theories
- Testing and Application
Learners
Students at the University of Phoenix (U of P) represent a broad cross-section of the American population. Students hail from a diverse array of religious, cultural, and socioeconomic backgrounds representing a wide variety of learning needs. Low-income students and students who could not afford traditional institutions constitute a large portion of the UP student body. According to Hanford (2013):
According to data gathered by the U.S. Department of Education, more than 50 percent of undergraduate students at Phoenix use Pell Grants, which are government grants to help low-income students pay tuition. Nationally, 27 percent of undergraduates receive Pell Grants (p. 1).
Minorities also make up a sizable portion of the student body at University of Phoenix. According to Hanford (2012), “The University of Phoenix awarded more bachelor's degrees to minorities in the 2010-11 academic year than any other university in the country” (p. 1). A greater number of African-Americans and women receive their tertiary education from the University of Phoenix than most American institutions. Working mothers seeking to complete or continue their education also enjoy the flexibility and accessibility offered by the University of Phoenix. According to Hanford (2012), “Two thirds of the students at Phoenix are women. Nationally, 57% of students at colleges and universities are women, 18% of Phoenix students are African American, compared to 14% of college students nationwide” (p. 1). A large majority of University of Phoenix students are working adults, of both genders, seeking to enhance or change careers. Furthermore, students who are unable to conform to the traditional education route because of varying obligations (work, family, lack of transportation and commute) seek enrollment at the University of Phoenix.
Desired learning outcomes
Graduates of the University of Phoenix acquire knowledge and skills that are directly transferable to the workplace. University of Phoenix learners desire information and knowledge which will assist them with staying competitive in their profession. According to University of Phoenix website learners are expected to “become proficient in specific disciplinary knowledge and be able to apply this knowledge immediately in real-world settings” (www.phoenix.edu). In addition, the university seeks to enhance learner communication, critical thinking and problem solving skills. Programs and curriculums are designed so that graduates master the skill required for efficient information utilization and active collaboration.
Challenges
While the University of Phoenix has a commitment to provide education to their learners, that commitment poses some challenges. Cronin and Bachorz (2005) have noted these four drawbacks on for-profit and online education:
1. Higher- or lower order thinking. One concern is that the focus of higher education might shift from inquiry and intellectual exploration to the mere transmission of information. However, the better online programs do emphasize problem solving, higher-order cognition, and provide for group problem solving.
2. Penalties for aggressive profit seeking. Investor desires to expand enrollments and build profits may unduly pressure admissions (and financial aid) officers to emphasize quantity, not quality. If they cut corners and award illegal bonuses as volume incentives, for-profit universities will be caught and fined, as Phoenix was. The U.S. Department of Education alleged that Phoenix improperly raised compensation and provided trips to the most successful recruiters.
3. A less comprehensive curriculum. The least profitable fields of study — divinity, obscure languages, philosophy, may be the last to go online or never be offered at all by the for-profits. So far, health, business, education, psychology, and information technology are the most popular offerings.
4. Neglect of research. The university functions of research and public service will be influenced by technology (medical diagnostics, for example) but for-profit universities may elect not to offer these important university services at all (p. 16-17).
While this list is somewhat dated, these challenges are still prevalent. In addition to these challenges the university has to compete on a global scale against other education providers, and combat the high attrition rates associated with distance education. In addition, accreditation issues can affect the institution with lost revenue (grants/loans), student enrollment, and reputation. According to the New York Times, U of P enrollment rate dropped as a result of attrition. The President conceded that the institution should have done more to keep student attrition down. “We have not done as good a job as we could” (New York Times, 2007).
The Apollo Group Inc. corporate culture influences how the University operates and resulted in accreditation improprieties as they were placed on notice for two years until 2014 (Gonzales, 2013). This negative publicity hurts the credibility of the University and jeopardizes government funding. The areas identified were related to governance, student assessment and faculty scholarship issues.
Opportunities
The President of the U of P, Bill Pepicello, has a litany of partnerships and collaborations which has made U of P one of the biggest higher education providers in the US. There are over 2,100 partners at the U of P. Workforce Solutions Education is one of U of P partners that seeks out highly skilled workers and places them in 750 fortune companies.
Although the U of P has an abundant amount of resources online, open educational resource (OER) is not one of them. Since U of P is a for-profit organization, any materials created and used are protected under the Copyright Act. Any literature pertaining to open educational resource was not available on U of P’s system.
Conclusion
The University of Phoenix is a globally recognized distance education provider. The information provided in the preceding study merits further investigation into learner support services at the institution. The study is as accurate as possible and in-text support is provided when necessary. Based on the preceding case study, individual reports on learner support will be generated by each member of “Tele-Student Support.”
References
CityTownInfo.com. (2010). University of phoenix announces it is changing its ways. Retrieved July 22, 2013 from www.citytowninfo.com/career-and-education-news/articles/university-of-phoenix-announces-it-is-changing-its-ways
Cronin, J. M., & Bachorz, P. M. (2005). The rising of phoenix, and what it means for higher education. Journal of Education, 186(1), 11-21.
Dillon, S. (2007). New York Times, Troubles grow for a university built on profit http://www.nytimes.com/2007/02/11/education/11phoenix.html?pagewanted=all&_r=0
Gonzales, A. (2013). University of phoenix keeps accreditation, but is put on notice for two years. Phoenix Business Journal. Retrieved July 15, 2013 from www.bizjournals.com/phoenix/news/2013/07/10/university-of-phoenix
Hanford, E. (2012). Who goes to the University of Phoenix? American Radio Works.com Retrieved from http://americanradioworks.publicradio.org/features/tomorrows-college/phoenix/who-goes-to-university-of-phoenix.html
Kirkham, C. (2013). University of phoenix accreditation hits snag as panel recommends probation. The Huffington Post. Retrieved July 15, 2013 from www.huffingtonpost.com/2013/02/25/university-of-phoenix-accreditation_n_2762168.html
Oblinger, D., G. (2012). Game changers: education and information technologies. EDUCAUSE. Retrieved July 15, 2013 from http://net.educause.edu/ir/library/pdf
University of Phoenix.com. (2013). University learning goals. University of Phoenix.com. Retrieved from http://www.phoenix.edu/about_us/about_university of_phoenix/university_learning_goals.html
University of Phoenix. (2013). University of phoenix. Retrieved July 15, 2013 from http://www.phoenix.edu/faculty.html
University of Phoenix, eCampus resources. (2013, July 15). Retrieved from University of Phoenix website: http://www.phoenix.edu/students/how-itworks/innovative_education_technology.html
University of Phoenix, eCampus resources. (2013, July 15). Retrieved from University of Phoenix website: http://www.phoenix.edu/workforce-solutions/partners.html
University of Phoenix, Kolb’s Experiential Learning Model. (2013, July 15). Retrieved from University of Phoenix website: http://www.phoenix.edu/admissions/prior learning_assessment/experiential-essays/kolbs-experiential-learning-model.html
